Being a teenager, various expectations come about. Why is this important? At this stage we develop new personal tastes and preferences. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay For example, a teenager may start dressing differently, listening to new types of music, and using new slang as a direct result of his new peers. When adolescents experiment with new identities, they often believe and feel that their peers will be more approving and supportive of their new choices; if not, this will likely also be a more trusted critic of their new choices, it's important for parents to know who their teens are spending their time with. Even though they can contribute positively to a teenager's social development in terms of building independence and self-esteem, parents still want to exert some influence on their children. They can do this more easily if they have developed a strong relationship with their children much earlier. reach adolescence. According to SIMON THOMAS: The Importance of Peer Support In a 2003 study, Hanushek, Kain, Markman, and Rivkin found that students' academic performance is positively influenced by the performance of their peers; in fact, they found that only a 0.1 standard deviation increase in peers' math achievement (as measured by various tests) is linked to a 0.02 increase in that student's math score (p. 542). Talton and Simpson (1985) report similar findings, which become especially pronounced after sixth grade: “As peer attitudes toward science increase, individual students' attitudes toward science increase as well.” (p. 21) By fourth grade, parents maintain their position of ultimate social authority for their children, but by the time these children reach tenth grade, their peers have assumed this influential role (Stake & Nickens, 2005). Indeed, researchers involved in the study of deviance in adolescents are well aware of the threat posed by deviant peers (Aseltine, 1995). This gives rise to the idea of ​​curriculum: placing students in classes based on ability or achievement level, or specifically not doing so. The importance of peers becomes an interesting topic when viewed through the lens of influential peer support. If students take the same classes, they are more likely to meet each other than if they didn't share classes. Adding to the general social spectrum of high school is the homophilous nature of social networks, a well-accepted phenomenon that quantifies the tendency of proverbial birds of a feather to flock together. For all students, social life in high school becomes a whole world of problems and challenges; the final part of this section will focus on the particular difficulties girls face in this transition period. Personally, I have found the most valuable form, adaptation in early childhood and well beyond, children's relationships with their peers play an important role in their overall development. . Childhood development has always drawn attention to the importance of peers, especially in adolescence, when peers can facilitate the antisocial behavior of others. It has often been assumed that peers are less important in early childhood, when relationships with family members are most influential. However, recent research clearly shows that even newborns spend time with peers, and that some three- and four-year-olds already have difficulty being accepted by their peers. The first problems with ipeers have negative consequences on the child's subsequent social and emotional development. . To understand why some children have difficulty relating to peers, it is important to study the early development of peer relationships. Early peer relationships are important for policy makers and service providers in the education, social services and mental health sectors. In Western society, virtually all children are educated in the company of their peers; in some countries, such as the United Kingdom, compulsory education begins as early as four years of age. Problematic peer relationships can have negative effects on the transition to school, resulting in consequences for academic success. Additionally, infants and toddlers also often spend time with peers through informal arrangements between parents or formal child care services. There is considerable interest in the impact of early childhood care on development, but relatively few studies actually investigate the quality of peer relationships in the child care context. It is especially important to study peer relationships for children with special educational needs. The principle of integrating children with special needs is based on the assumption that it is advantageous for these children to spend their days with typically developing peers; however, if such experiences are highly negative, the peer experience may interfere with educational goals. Issues: There are several important issues to address, which can be framed in terms of the following research questions: When do children first develop the ability to relate to others? other children their age? What skills do early peer relationships promote? Why are some young children less likely to be accepted by their peers? Do early peer relationships have a long-term impact on child development? Do children develop the ability to relate to their peers? Most infants and toddlers meet peers regularly, and some experience long-lasting relationships with particular peers that begin at birth.1 By six months of age, infants can communicate with other infants by smiling, touching, and babbling. In the second year of life, they display both prosocial and aggressive behaviors with peers, with some children clearly more aggressive than others.1-4 What skills do early peer relationships promote? Although many researchers have described early peer relationships, relatively little attention has been paid to the emotional, cognitive, and behavioral skills that underlie the ability to interact harmoniously with peers. I proposed that early peer relationships depend on the following skills that develop during the first two years of life: (a) managing joint attention; (b) regulate emotions; (c) inhibit impulses; (d) imitate the actions of another; (e) understand cause-effect relationships; and (f) language competence.5 Deficits in these skills can be compensated for when children interact with competent adults, such as their parents or teachers, or with tolerant older siblings; however, peers who are only gradually developing these skills may be less forgiving, and thus the peer environment may be particularly challenging. Children with developmental disorders who are impaired in their skills at joint attention6 and imitation7 and children with limited vocabularies2 may be particularly at risk, which may explain some of the problematic peer relationships in mainstream preschool classrooms.8 Why young children accept some peers and do they reject others? Much of the research on the relationships between?